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Qualification Accredited GCSE (9–1) Transition Guide GATEWAY SCIENCE BIOLOGY A J247 For first teaching in 2016 KS3–KS4 focus Topic B5 Genes, inheritance and selection Version 1 www.ocr.org.uk/biology Introduction Mapping KS3 to KS4 Possible Teaching Activities (KS3 focus) Checkpoint task Possible Teaching Activities (KS4 focus) Possible Extension Activities (KS4 focus) Resources, links and support GCSE (9–1) GATEWAY SCIENCE BIOLOGY A Key Stage 3 to 4 Transition guides focus on how a particular topic is covered at the different key stages and provide information on: • Differences in the demand and approach at the different levels; • Useful ways to think about the content at Key Stage 3 which will help prepare students for progression to Key Stage 4; • Common student misconceptions in this topic. Transition guides also contain links to a range of teaching activities that can be used to deliver the content at Key Stage 3 and 4 and are designed to be of use to teachers of both key stages. Central to the transition guide is a Checkpoint task which is specifically designed to help teachers determine whether students have developed deep conceptual understanding of the topic at Key Stage 3 and assess their ‘readiness for progression’ to Key Stage 4 content on this topic. This checkpoint task can be used as a summative assessment at the end of Key Stage 3 teaching of the topic or by Key Stage 4 teachers to establish their students’ conceptual starting point. Key Stage 3 to 4 Transition Guides are written by experts with experience of teaching at both key stages. Mapping KS3 to KS4 Page 3 Possible Teaching Activities (KS3 focus) Page 5 Checkpoint task Page 6 Possible Teaching Activities (KS4 focus) Page 7 Possible Extension Activities (KS4 focus) Page 8 Resources, links and support GCSE (9–1) Gateway Science Biology A Transition Guide Page 9 2 © OCR 2016 Possible Teaching Activities (KS3 focus) Key Stage 3 Content Checkpoint task Possible Teaching Activities (KS4 focus) Possible Extension Activities (KS4 focus) Resources, links and support Key Stage 4 Content • heredity as the process by which genetic information is transmitted from one generation to the next B5.1a - explain the following terms: gamete, chromosome, gene, allele/variant, dominant, recessive, homozygous, heterozygous, genotype and phenotype • a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model B5.1c - describe that the genome, and its interaction with the environment, influence the development of the phenotype of an organism • the concept of species and variation between individuals within a species being continuous or discontinuous • the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection • changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction B5.1b - describe the genome as the entire genetic material of an organism B5.1d - recall that all variants arise from mutations, and that most have no effect on the phenotype, some influence phenotype and a very few determine phenotype B5.1e - describe how genetic variants may influence phenotype: • in coding DNA by altering the activity of a protein • in non-coding DNA by altering how genes are expressed B5.1f - explain some of the advantages and disadvantages of asexual and sexual reproduction in a range of organisms B5.1g - explain the terms haploid and diploid B5.1h - explain the role of meiotic cell division in halving the chromosome number to form gametes B5.1i - explain single gene inheritance B5.1j - predict the results of single gene crosses B5.1k - describe sex determination in humans using a genetic cross B5.1l - recall that most phenotypic features are the result of multiple genes rather than single gene inheritance B5.1m - describe the development of our understanding of genetics B5.2a - state that there is usually extensive genetic variation within a population of a species B5.2b - describe the impact of developments in biology on classification systems B5.2c - explain how evolution occurs through the natural selection of variants that have given rise to phenotypes best suited to their environment B5.2d - describe evolution as a change in the inherited characteristics of a population over time, through a process of natural selection, which may result in the formation of new species B5.2e - describe the evidence for evolution B5.2f - describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection and explain the impact of these ideas on modern biology GCSE (9–1) Gateway Science Biology A Transition Guide 3 © OCR 2016 Topic: Genes, inheritance and selection KS3 to KS4 Mapping KS3 to KS4 Possible Teaching Activities (KS3 focus) Checkpoint task Possible Teaching Activities (KS4 focus) Possible Extension Activities (KS4 focus) Resources, links and support Topic: Genes, inheritance and selection KS3 to KS4 Mapping KS3 to KS4 Comment Learners should begin the GCSE course with a stable grounding of the concept of DNA as the material of heredity, its basic structure and where it is to be found within cells as well as some understanding about variation within species and between them. They should be able to apply what they have learned to the notion that some species are more adapted to their environments than others, the implications of this and the cause of this variation. Learners should be able to cite factors which are controlled solely through genetic means, those controlled by an individuals environment and those which are a mixture of the two. These may be simplistic in nature and will rarely go beyond physical traits such as hair colour. Learners are often eager and to discuss complexities here, for example, hair colour being influenced by the environment (bleaching from the sun) as well as through genetics. Care should be taken to avoid complicating things lest confusion reign. With respect to evolution, learners often struggle to grasp the notion that many slight mutations, compounding over generations leads to evolutionary change as opposed to single large scale events from one generation to the next. Furthermore that mutations in these species is not always positive or negative but can in fact be neutral. Their notions of mutation and mutagen are usually influenced by the media and this must be overcome. The concept of selection pressure is one that some learners fail to appreciate and the way that this drives evolutionary change. Some learners may be able to discuss negative mutations (e.g. genetic disorders) and the reason for their perpetuation in the gene pool and this should be encouraged. There are some excellent examples of the origins of genetic diseases stemming from single families which can be used (e.g. Huntington’s disease). The subject of inheritance is one which learners typically find interesting and will engage well with given the correct context. If delivered in the abstract, learners will struggle to engage with the topic and so it is best delivered in context. There are numerous opportunities to do this, for example through the use of celebrity families and the analysis of visual traits. Learners experience difficulty with several key aspects of the genetics and inheritance topics which can be the result of ingrained misconceptions (which many adults still hold). For example, the belief that each characteristic is controlled by a single gene that is either present or absent in an individual. This overly simplistic view can hamper learning. Specialist language poses a significant barrier to accessing the topic for some learners (e.g. allele, phenotype etc.) and these should be securely embedded otherwise learners will find themselves unable to access even the most simplistic of exam questions. Learners enjoy problem solving with respect to simple inheritance patterns and these are often the subject of extended examination questions. More able learners can be challenged significantly in this regard by providing an incomplete family phenotype/genotype and tasking them with finding the likely parent. TV shows such as Jeremy Kyle provide a popular vehicle for such tasks. GCSE (9–1) Gateway Science Biology A Transition Guide 4 © OCR 2016 Possible Teaching Activities (KS3 focus) Checkpoint task Possible Teaching Activities (KS4 focus) Possible Extension Activities (KS4 focus) Resources, links and support Topic: Genes, inheritance and selection Possible Teaching Activities (KS3 focus) Mapping KS3 to KS4 Activities Variation and inheritance cloze Resources: http://www.sunderlandschools.org/test4071/variation.pdf Learners should chose the most appropriate word from a selection to complete the blanks in the passage. Evolution game Resources: https://www.tes.com/teaching-resource/evolution-6110518 Evolution game prompts learners to think about adaptations and survival and the ultimate result of survival and how this affects the development of the species. Evolution discussion circus Resources: https://www.tes.com/teaching-resource/evolution-6110518 Cards are placed around the room, learners rotate and discuss the questions posed. Can be used to discuss ideas and dismiss misconceptions. GCSE (9–1) Gateway Science Biology A Transition Guide 5 © OCR 2016 Possible Teaching Activities (KS3 focus) Checkpoint task Possible Teaching Activities (KS4 focus) Possible Extension Activities (KS4 focus) Resources, links and support Topic: Genes, inheritance and selection Checkpoint task Mapping KS3 to KS4 Checkpoint task Learners should work through these questions to assess their prior understanding of the KS3 content. The questions are scaffolded to assist them and of increasing difficulty. This checkpoint task will hopefully separate out the learners that are ‘just saying the right words’ from those that truly understand the concept. As can be seen from the specification there are three assessment objectives being tested. AO1 demonstrating knowledge and understanding, AO2 apply knowledge and understanding and AO3 analysing information and ideas. Simple recall of a scientific fact is not sufficient and so students need to be introduced to the apply and analyse strands. Teacher preparation Questions in this activity can be asked in the form of a worksheet or a visual display. If using a worksheet the question should be cut and pasted into an appropriate word processing package and printed. Alternatively the questions could be projected by PowerPoint – one question per slide. The answers can also be projected up for peer review/self marking. Answers to the task sheets can be found on the teacher sheets. Checkpoint Task: www.ocr.org.uk/qualifications/Images/349136-genes-inheritance-and-selectioncheckpoint-task-.docx GCSE (9–1) Gateway Science Biology A Transition Guide 6 © OCR 2016 Possible Teaching Activities (KS3 focus) Checkpoint task Possible Teaching Activities (KS4 focus) Possible Extension Activities (KS4 focus) Resources, links and support Topic: Genes, inheritance and selection Possible Teaching Activities (KS4 focus) Mapping KS3 to KS4 Activities Harry potter genetics (worksheets and answers): NLM https://www.nlm.nih.gov/exhibition/harrypottersworld/education/lessonplans/science. html This activity applies science to the popular Harry Potter stories to understand key aspects of genetics and inheritance. Explaining diversity: Nuffield Foundation http://www.nuffieldfoundation.org/science-society/activities-evolution Learners are shown a number of pictures and then prompted to answer a series of questions related to “Can evolution explain all of the observable diversity”. This can be run as a discussion if appropriate. Evolution Activity: Nuffield Foundation http://www.nuffieldfoundation.org/science-society/activities-evolution Learners are tasked with explaining examples and deciding whether they ocured as a result of natural selection. GCSE (9–1) Gateway Science Biology A Transition Guide 7 © OCR 2016 Possible Teaching Activities (KS3 focus) Checkpoint task Possible Teaching Activities (KS4 focus) Possible Extension Activities (KS4 focus) Resources, links and support Topic: Genes, inheritance and selection Possible Extension Activities (KS4 focus) Mapping KS3 to KS4 Activities Genetics – Extension activities http://serendip.brynmawr.edu/sci_edu/waldron/pdf/GeneticsProtocol.pdf A worksheet aimed at extending the more able learner. They can read through the passages, adding answers as they go to develop their deeper understanding of inheritance and genetics. Genetics Puzzle http://sciencespot.net/Media/gen_reviewpuzzle.pdf Learners complete the missing words to solve the joke at the end of the worksheet. Writing Scientific articles: Nuffield foundation http://www.nuffieldfoundation.org/science-society/activities-evolution Learners are given a guidance sheet on how to write scientifically and are tasked with writing an article on Evolution for GCSE learners. This can be extended into homework if required. GCSE (9–1) Gateway Science Biology A Transition Guide 8 © OCR 2016 Possible Teaching Activities (KS4 focus) Checkpoint task Possible Teaching Activities (KS5 focus) Possible Extension Activities (KS5 focus) Resources, links and support Topic: Genes, inheritance and selection Resources, links and support Mapping KS4 to KS5 Resources, links and support Science Spotlight – Our termly update Science Spotlight provides useful information and helps to support our Science teaching community. Science Spotlight is designed to keep you up-to-date with Science here at OCR, as well as to share information, news and resources. Each issue is packed full with a series of exciting articles across the whole range of our Science qualifications: www.ocr.org.uk/qualifications/by-subject/science/ science-spotlight/ Find resources and qualification information through our science page: www.ocr.org.uk/ qualifications/bysubject/science/ Contact the team: [email protected] Continue the discussion on the science community forum: http://social.ocr.org.uk/ and follow us on Twitter, @ocr_science To find out more about GCSE and A Level reform please visit: http://www.ocr.org.uk/ qualifications/gcse-and-a-level-reform GCSE (9–1) Gateway Science Biology A Transition Guide 9 © OCR 2016 The small print We’d like to know your view on the resources we produce. By clicking on the ‘Like’ or ‘Dislike’ button you can help us to ensure that our resources work for you. 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